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Williston School District 29

TT1: Long-Range Plan

Teacher’s name Karen Fiery Contract level Continuing

District Williston School Williston-Elko High

Academic year 2012-2013 Evaluation period Preliminary Final

Course English III

Section I: Student Information (Key Element 1.A)

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.

(Check one of the following two options.)

The student information is described in a separate document. (Note: A copy of this document must be included in the dossier.)

The student information is described in the table below.

Important Student Information (Key Element 1.A) Source(s) of Information

Standardized Test ScoresAccording to the Spring 2012 Testing Data, 4 of the students enrolled in English III for the 2011-2012 school year have not passed the ELA portion of the HSAP. According to the testing data, the weakest areas of ELA for these students is in writing skills and research knowledge.

HSAP Scores

Graduation Rates/Individual Student Tracks:Currently, one student in Semester One English III must pass in order to take English IV during Second Semester and graduate on-time.

Discussions with Guidance Counselor

These students are well-versed in test taking strategies but have not been exposed to more advanced tests such as SAT and ACT. In order to do well on these and increase our scores as a whole, these students must be continually challenged through exposure to more advanced texts and different types of college-entrance exam questions.

School-wide SAT/ACT scores, conversations with previous teachers

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Reflect on the student information (Key Element 1.A): (1) Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long- and short-range plans?

The information described above shows while many of our students are progressing on-time and with the necessary testing data, i.e. passing scores on HSAP, there are several who need extra time and more one-on-one attention. It also tells me that several of the students perform well on standardized tests and will likely have a higher level of academic achievement in class. I also used individual student data from both PSAT and HSAP testing results to determine which students will likely need tutoring and additional encouragement to complete tasks. This means that my long and short range plans will need to be flexible and allow for opportunities to provide intervention in the classroom setting.

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Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)

Describe the long-range learning/developmental goals that you have established for your students in the subject/course.


The long-range learning and/or developmental goals are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The long-range learning and/or developmental goals are described in the table below.

Long-Range Learning and/or Developmental Goals(Key Element 1.B)

Reading for Meaning: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Analysis of Texts: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text to each other and the whole. Assess how point of view or purpose shapes the content and style of a text.

Reading in Different Formats: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Responding to Literature: Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures. Range of Writing: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Writing and Technology: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to

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Long-Range Learning and/or Developmental Goals(Key Element 1.B)

interact and collaborate with others.

Research: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.

Speaking and Listening through Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing his or her own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Speaking and Listening through Presentation: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Conventions: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the long-range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

These goals are taken directly from the Common Core State standards. If each of these standards is mastered, the student should have a proficient grasp of American Literature, the higher-level concepts of Standard American English, and the ability to collaborate and present with others.

Section III: Instructional Units (Key Element 1.C)

Describe the instructional units, in sequence, for this course.


The instructional units are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The instructional units are described in the table below.

Unit Topic or Description(Key Element 1.C)

Unit Length(i.e., approximate number of

lessons)

Please see pacing guide below.

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

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This pacing guide serves as its name implies, as a guide. It will be used to pace the instruction so that the student receives a comprehensive understanding of the relationship between American literature, American history, and the English language. The instructional sequence of the units were determined by their place in American history, as the best way to teach history and its corresponding literature is in a logical, sequential fashion.

Section IV: Assessment of Student Performance (Key Element 1.D)

Describe how you will explain to the students and their parents the primary ways in which overall student progress and achievement will be determined (i.e., assessed, scored, weighted) and reported for this subject/course.


The procedures for determining and reporting overall student progress and achievement are described in a separate document. (Note: A copy of this document must be included in the dossier.)

The procedures for determining and reporting overall student progress achievement are described below.

Types of assessments that I will use: Research Papers: At the very beginning of the year, the students will learn the method for

writing 3-5 page research essays in MLA Style. They will practice this skill throughout the year by writing them to demonstrate their ability to analyze various literary works and to communicate basic thoughts through written communication.

Short yet Formal Written Assignments: Students will be required to complete a one-page written assignment each month in addition to their research papers. These one-page assignments will focus on college and scholarship application essays.

Unit Tests: For each combination of literary work and American Literary Period, the student will be assessed using a traditional test. These tests will include standardized test-style questions such as multiple choice, short answer, matching, and fill in the blank. Many tests will also contain college-level literature questions such as quotation identifications and

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lengthier extended response. The main goal of these tests is to prepare students for both standardized testing and college-level literature courses.

Creative Projects: In addition to a test, the student will also be responsible for doing one or more creative projects for each unit. These creative projects will give them a chance to respond to the literature in non-traditional ways. For example, for The Scarlet Letter, the student will be given an advanced level vocabulary word, asked to create an elaborate version of the letter the word begins with, wear the letter for a week, and teach the word to at least 10 other people. Other projects include making a visual representation of a significant item in The Crucible, and creating a map that illustrates the setting of the novel they are reading.

Stems/Vocabulary/Daily Oral Language Quizzes: Through Bell Work, the students will learn Latin and Greek stems, vocabulary words, and Traditional English Grammar rules. Their knowledge of these words and skills will be assessed every other week with a short quiz.

Practice SAT Questions: The student will be given practice SAT questions daily as a bell-ringer activity. The student’s ability to answer the questions using context clues, knowledge of Standard American English, and their vocabulary inventory will help me monitor their progress daily.

Grading Procedures: The technical element of the grading system is listed below. Students will receive a copy of this information and both a written and oral explanation of it on the first day of class.

The English III Classes will be evaluated using a “point system.” This system enables all students the opportunity to succeed by using a variety of methods to determine their grade and not placing as much emphasis on their testing average.

Every assignment, activity, project, quiz, and test will be worth a predetermined amount of points. The point value of the activity will vary depending on its difficulty and length, and the generic point assignments for many of the activities can be found below. The amount of points the student earns on each assignment will be determined by its completeness, correctness, and if the assignment met the objective of the class. Points will be deducted for wrong/incomplete questions or items, lateness, or poor grammar. Quarter grades will be determined by the total number of points the student earned versus the total amount of points assigned in the report term.

Predetermined Points:Tests, presentations, and projects: 100 pointsCompositions: 100 pointsQuizzes, Homework, Class work 25-50 points

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Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) How did you determine that your reporting of progress and achievement is understood by students and their parents?

Student progress will be monitored on a daily basis. The students will be given weekly notification of their grades and will each be given a student work folder where all of their graded assignments are stored. These folders will be used to evaluate student progress and help the student and teacher monitor their improvement at the end of the semester. Parents were informed of these policies through home visitations, phone conversations, and signature acceptance of the policies stated in the syllabus. I also continually reinforce the concept of the grading policy through individual student conferences and conversations with parents. In addition to this, parents will be informed of missing assignments and low grades through their preferred method of parent contact.

Section V: Classroom Management (Key Element I.E)

Describe how you will communicate to the students and their parents your expectations for student behavior in the classroom.


The explanation for student classroom behavior during instruction and during non-instructional routines is described in a separate document. (Note: A copy of this document must be included in the dossier.)

The explanation for student classroom behavior during instruction and during non-instructional routines is described below.

The following are the routines and behavior policies for my classroom. With the exception of RTI, these policies were explained to the students on the first day through their syllabus and classroom discussion. The parents were informed of these polices and procedures through the syllabus, home visits, and personal conversations.

Rules and Policies:Late Work Policy: There will be a deduction of 10 points for each day that an assignment is late. For example, if the assignment is two days late, 20 points will be deducted from the assignment’s final grade. “Late” refers to anything turned in after the assignment has been taken up.

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Make-up Work Policy: The student is responsible for making up any missed assignments. I will not remind you. Tests may be made up before or after school—not during class! Also, if you have been given the assignments for days that you have missed, you will be responsible for taking exams that could occur on the day you return to class. For all other assignments, you will be given one day per each day that you were absent to make up the work. So, if you were absent two days, you have two days to make the assignment up.

Rules:1. Do the right thing. 2. If you don’t know what’s right, ask me. 3. If I tell you it’s wrong, don’t argue.

Consequences:1. Warning / Conference with student either after class or during lunch. 2. Contact parent3. Referral to Administration

Restroom policy:You should try your best to make arrangements to go to the restroom before you come to class. However, I do understand that situations arise. When these do happen, you may leave class to go to the restroom. However, if you are gone more than 3 minutes from class you will have to return to lunch to serve for the time you missed in class.

Tardy Policy:You will be marked tardy if you are not in your seat at the sound of the bell. If you are walking in the door or walking to your desk at the sound of the bell, you will be marked tardy. The only exceptions will be students who have a written excuse from another teacher or administrator, or if I have given the student permission. I will abide by the school’s Tardy Sweep Policy for every situation.

Bell Work Policy: Each day you will be given either a grammar sheet or a sample SAT English question. These questions will range from simple vocabulary questions to more in-depth reading comprehension passages. They will be evaluated for organization and completeness and each day the questions will be formally discussed in class.

RTI:At the end of class on Tuesdays and Thursdays, we will focus on individual practice and individual remediation. It is during this time that you should see me for any house-keeping information, any questions that were not answered in class, and to make arrangements to stay during lunch or after school.

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Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

I believe the most important considerations in managing the classroom are strict emphasis on non-instructional routines and careful consideration of the use of all instructional time. The non-instructional routines such as the restroom policy and the pencil policy help insure the class maximizes its amount of instructional time, and that no time is lost due to the absence of students at the restroom or the loud churning of the pencil sharpener. Routines such as Bell Work and RTI will be used to ensure that the students are working both before the bell rings and until the last second of class. This helps both the student and me get the most out of class, and it allows me to maximize the amount of time I spend with them on instructional units.

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Section VI: Additional Teacher Comments (optional)

Set lessons are subject to change as the K-12 school setting frequently necessitates the need for lesson alteration through the standard practice of monitor and adjust.

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English III Pacing GuideUnit 1: A Gathering of Voices

Beginnings to 1700

Common Core/Essential Standards RL.11-12.4,RL11-12.9 sl.11-12.1,Ll.11-12.3,RI 11-12.9, W.11-12.2,

Essential Questions

What historical events shaped Colonial Literature?How was Native American language assimilated into American English?

How did the oral tradition affect Colonial Literature?Why are journals and letters important pieces of early literature?

Focus Texts

“The Earth on Turtle’s Back” “Coyote and the Buffalo”

From…The General History of VirginiaFrom…Of Plymouth Plantation

From…Olaudah Equiano From…Journal of the First Voyage to America From…Sinners in the Hands of an Angry God

The Crucible

Activities:

Tasks and Strategies

Independent Reading Creative and Analytic Writing assignments

Grammar review Compare/contrast video

Structure, Vocabulary exercises from Vocabulary Workshop Level F

Videos Analytic essay

Creating Connections to United States History Collaboration on prewriting: Take notes on responses and list textual evidences. Can be done individually or in groups

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Unit 1: A Gathering of Voices Beginnings to 1700

or partners.Essay examples: Does Anne Bradstreet’s work typify or differ from other Puritan literature? Write an essay in which you

use three pieces of textual evidence to support an original thesis statement. How could contemporary Americans’ approach to religion be traced to Puritan origins?

Read The Crucible and view the movie version. Discuss John Proctor as a tragic figure in 2-3 pages. Find examples of how Arthur Miller expanded and clarified point in the screen play versus the original play.

Select a passage from one of the texts. Explain where it came from, who wrote it and why it exemplifies Early American or Puritan literature.

SourcesVocabulary Workshop Level F

McDougall Littell American LiteratureAdditional

Comments/InformationSignificant time will be spent on MLA style in this unit.

Unit 2: A Nation is Born Early National Literature (1700-1800)

Common Core/Essential Standards RL.11-12.4,RL11-12.9,RI 11-12.9,W.11-12.2, SL.11-12.1,L.11-12.3

Essential Questions

How do you establish and defend a point of view in an argument?How is public writing important to this period?

How does politics play a role in the development of early national literature?What kinds of themes in literature come out of this period of American History?

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Unit 2: A Nation is Born Early National Literature (1700-1800)

Focus

From…Poor Richard’s AlmanackFrom…The Autobiography

“Speech in the Virginia Convention”Declaration of Independence

“The Crisis”Letters from Phyllis Wheatley and Jane Adams



Grammar review Compare/contrast video

Structure, Vocabulary exercises from Vocabulary Workshop Level F

Revolutionary War Videos Collaboration: Reflect on questions, take notes on responses and note page numbers of textual evidence.

Creative Writing Example: Imagine you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence. Use at least three pieces of textual evidence to

support an original thesis.

Sources Vocabulary Workshop Level FMcDougall Littell American Literature

AdditionalComments/Information

Research paper may be worked on during this unit.Supplemental novels or other pieces of literature may be added.

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Unit 3: A Growing NationNineteenth Century Literature (1800-1850)

Common Core Essential Standards RL.11-12.1, W.11-12.4, SL.11-12.5, L.11-12.6, RL.11-12.6, RI.11-12.1

Essential Questions

What are the historical significances and literary merit of these selections?What cultural connections can we make between literature and how we live today?

How is the growth of democracy reflected in the literature?What is Romanticism and why is it important to American Literature?

Focus

“The Devil and Tom Walker” From…Self-Reliance“The Masque of the Red Death” From …NatureThe Minister’s Black Veil” From…Walden

From…Moby Dick From…Civil Disobedience


Examples of Instructional Tasks:Write a personal version of Civil Disobedience and identify the Transcendentalist characteristics within it.

C/C “ Letter from Birmingham Jail” and “Civil Disobedience”.2-3 pages analyzing a Romantic work for characteristics of the time, i.e. a Gothic work for gothic characteristics and a

Transcendentalist piece for transcendentalist traits. Independent Reading

Creative and Analytic Writing assignments Grammar review

Structure and analysis of texts Vocabulary exercises from Vocabulary Workshop Level F

Revolutionary War Videos Creative Writing

Creating Connections to United States History


McDougall Littell American Literature

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Unit 3: A Growing NationNineteenth Century Literature (1800-1850)

AdditionalComments/Information Can work on Research project

Supplementary novel The Scarlet Letter will be added for Honors

Unit 4: Division, Reconciliation, and Expansion:The Age of Realism (1850-1900)

Common Core/Essential Standards RL.11-12.1, W.11-12.4, SL.11-12.5, L.11-12.6, RL.11-12.6, RI.11-12.1

Essential Questions

What are the connections between life and literature?What are some of the cultural influences and biases found in the literature of this period?

What is the effect of the Civil War on American Literature?What are Realism and Naturalism?

Focus

“An Occurrence at Owl Creek Bridge” “The Gettysburg Address”

“Second Inaugural Address” “Life of a Slave Woman”

From…Life on the Mississippi “The Notorious Jumping Frog of Calaveras County”

“ The Story of an Hour” “The Yellow Wallpaper”

“A Wagner Matinee”

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Unit 4: Division, Reconciliation, and Expansion:The Age of Realism (1850-1900)

Tasks and StrategiesIndependent Reading

Creative and Analytic Writing assignments Grammar review

Structure and analysis of texts Vocabulary exercises from Vocabulary Workshop Level F

Creative Writing literature

Suggested Instructional Tasks:Viewer Guides

Think-Pair-ShareVirtual Field Trips

Creating Connections to United States History



Supplementary novel may be read: The Adventures of Huckleberry Finn

Unit 5: Disillusion, Defiance, and Discontent:The Modern Age (1914-1946)

Common Core/Essential Standards RL.11-12.1, W.11-12.4, SL.11-12.5, L.11-12.6, RL.11-12.6, RI.11-12.1

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Essential Questions

How are the turmoil and hardships Americans were facing reflected in the literature of this period?What is Modernism?

What is Imagism?What is the Harlem Renaissance?

Focus

“Ambush” “A Worn Path”

“The Jilting of Granny Weatherall”“In Another Country”

“A Rose for Emily” “The Night the Ghost Got In”From…Dust Tracks on a Road

A Raisin in the Sun Selected Harlem Renaissance poetry



Grammar review Structure and analysis of texts

Vocabulary exercises from Vocabulary Workshop Level FCreative Writing

Creating Connections to United States History Example Instructional Tasks:

Analytic Response to Raisin in the SunThink-Pair-Share

Virtual Field Trips to HarlemStudents write and present “Theme for English III” in response to Hughes’ “Theme for English B”


McDougall Littell American Literature

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AdditionalComments/Information Research paper may be worked on during this unit.

Their Eyes Were Watching God will be read in the Honor’s class during this time.

Unit 6: Prosperity and ProtestThe Contemporary Period (1946-Present)

Common Core/Essential Standards RI.11-12.2, RL.11-12.7, RL.11-12.5, W.11-12.2, SL.11-12.3, L.11-12.5

Essential Questions How is diversity reflected in the literature of this period?

What is postmodernism?How had modern technology such as the Internet affected the literature of this period?

Focus “The Life You Save May Be Your Own”“A Good Man is Hard to Find”

“The First Seven Years” From The Things they Carried

“Ambush”“Death of the Ball Turret Gunner”

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“Mother Tongue’



Grammar review Structure and analysis of texts

Vocabulary exercises from Vocabulary Workshop Level FCreative Writing

Creating connections to United States History Example Instructional Tasks:

Analytic 5-7 page essay comparing the two antagonists in Flannery O’Connor’s short stories.



A presentation on an American author of the student’s choice will be completed during this time.

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